Lehmann, R. H., & Seeber, S. (2005). Berlin: Humboldt University.
Reviewed: December 2017
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Please see the WWC summary of evidence for Accelerated Math® .
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Hamburger Schulleistungstest (HST) |
Accelerated Math® vs. Business as usual |
5 Months |
Aggregated sample (Grades 4-6);
|
118.93 |
117.54 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
Hamburger Schulleistungstest (HST) |
Accelerated Math® vs. Business as usual |
5 Months |
Grade: 5;
|
124.22 |
120.18 |
No |
-- | ||
|
Hamburger Schulleistungstest (HST) |
Accelerated Math® vs. Business as usual |
5 Months |
Grade: 6;
|
111.59 |
111.75 |
No |
-- | ||
Characteristics of study sample as reported by study author.
The study included students in grades 4–6 in 14 schools in the German state of North Rhine-Westphalia. Data collection occurred between February and July of 2004.
Intervention students implemented a pilot, German-language version of Accelerated Math® as a supplement to their existing math curriculum. In this pilot version of Accelerated Math®, student content and materials were translated into German while instructor materials were in English. Intervention students used Accelerated Math® for a minimum of 4 months prior to completing the posttest. The study does not report how Accelerated Math® was used in the classroom; however, the authors report that there was significant variation in the quality of implementation. In grades 4 and 5, five classrooms out of 13 implemented the program only minimally or partially. The same information is not reported for grade 6. The study does not indicate how minimal or partial implementation was defined or measured.
Comparison students used their schools’ existing math curriculum. The study did not describe or name the curriculum.
The study does not specify how much training or support intervention teachers received.
In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.
Lehmann, R. H., Seeber, S. (2005). Accelerated Math in grades 4–6: Summary of a quasi-experimental study in North Rhine-Westphalia, Germany. Wisconsin Rapids, WI. Renaissance Learning, Inc.
Reviewed: July 2017
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Please see the WWC summary of evidence for Accelerated Math® .
In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.
Lehmann, R. H., Seeber, S. (2005). Accelerated Math in grades 4–6: Summary of a quasi-experimental study in North Rhine-Westphalia, Germany. Wisconsin Rapids, WI. Renaissance Learning, Inc.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
The WWC may review studies for multiple purposes, including different reports and re-reviews using updated standards. Each WWC review of this study is listed in the dropdown. Details on any review may be accessed by making a selection from the drop down list.
Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).
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